Preparing scial workers to confront scial injustice and oppression -. Evaluating the role of social work education.

Autor/inn/en	Goode, Rachel W.; Cowell, Mariah; McMillan, Dielle
Titel	Preparing scial workers to confront scial injustice and oppression -. Evaluating the role of social work education.
Quelle	In: Social work, 66 (2021) 1, S. 39-48Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0037-8046; 1545-6846
DOI	10.1093/sw/swaa018
Schlagwörter	Wissen; Empirische Untersuchung; Qualitative Forschung; Handlungskompetenz; Soziale Gerechtigkeit; Studium; Soziale Arbeit; Gruppe (Soz); USA
Abstract	Since the presidential election of 2016, bias-related incidents, hate-filled rhetoric, and extremist violence have been increasing in the United States. Because social workers are often working with individuals and communities affected by these incidents, practitioners may have increasing responsibility to confront social injustice and oppression. However, limited evidence on the preparedness of social workers to assume this responsibility, particularly among those who are still students, exists. To address this gap, this study used focus group and survey data from the Diversity and Oppression Scale to explore the preparedness of MSW students (N = 22) to confront oppression. Six themes were identified as integral to student experiences in their programs: (1) social worker responsibility to confront oppression, (2) use of dominant group discourse on oppression, (3) variation in faculty preparation and comfort, (4) a focus on knowledge of oppression versus skills and process, (5) role of personal responsibility and experience in student preparation, and (6) strategies to increase student preparedness to confront oppression. Factors identified to enhance students' level of preparedness include faculty opportunities for development, changes to the explicit and implicit curriculum, and creating a formalized way to integrate topics on oppression and diversity into all facets of the curriculum.
Erfasst von	Deutsches Zentralinstitut für soziale Fragen, Berlin
Update	2022/2